교육과정 논의에서 과학적 해법이 갖는 의미와 한계 = An inquiry on the role of science in curriculum discussion: Its meaning and Limitations

다국어 초록 (Multilingual Abstract)

This study explores the role of science in solving the core problems of curriculum study. Science has been believed to provide prominent solutions to the questions of what we teach, how we teach, and why we teach in the history of education. Scientific solutions to the problem of curriculum study have been welcomed by educational researchers from various fields, but their implications and limitations have hardly been recognized and evaluated. Systematic diagnosis of the meaning of science in each distinctive context would contribute to a deeper understanding of the issue. To facilitate the understanding of comparatively new concept scientism, this study makes a conceptual distinction between inherent scientism and derivative scientism and endeavors to connect those concepts with historical cases in the field of education. This explanation does not intend to provide a complete or final exposition on the matter; instead, it attempts to establish a starting point for future research on this subject.

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